CLINICAL PRACTICE EVALUATION 3

Storey Gillingham 20736256

TEACHER CANDIDATE NAME STUDENT NUMBER

Bachelor of Science in Elementary Education and Special Education

PROGRAM:

SPD-490B 3/4/2024 4/28/2024

COURSE: START DATE: END DATE:

Madison Camelview Elementary

COOPERATING SCHOOL NAME:

Arizona
SCHOOL STATE:

Gabriella Perinuzzi
COOPERATING TEACHER/MENTOR NAME:

Lynda Young
GCU FACULTY SUPERVISOR NAME:

FOR COURSE INSTRUCTORS ONLY:

EVALUATION 3 TOTAL
POINTS 192.8
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence
(The GCU Faculty
Supervisor should create a
plan with the Teacher
Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
No Evidence
There is no evidence that the
performance of the Teacher
Candidate met this standard
or expectations for a Teacher
Candidate during student
teaching.
Ineffective
(Teacher Candidates within
this range require a
Professional Growth Plan)
0 to 49
The performance of the
Teacher Candidate is
insufficient in meeting this
standard and expectations for
a Teacher Candidate during
student teaching.
Foundational
(Teacher Candidates within
this range require a
Professional Growth Plan)
50 to 69
The performance of the
Teacher Candidate is
underdeveloped in meeting
this standard and expectations
for a Teacher Candidate
during student teaching.
Emerging
(Teacher Candidates within
this range may benefit from a
Professional Growth Plan)
70 to 79
The performance of the
Teacher Candidate is
developing in meeting this
standard and expectations for a
Teacher Candidate during
student teaching.
Proficient
(Target level for Teacher
Candidates)
80 to 92
The performance of the
Teacher Candidate meets
this standard and
expectations for a Teacher
Candidate during student
teaching.
Distinguished
(Usually reserved for master
Teacher Candidates)
93 to 100
The performance of the
Teacher Candidate
consistently exceeds this
standard and all expectations
for a Teacher Candidate
during student teaching.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 1: Student Development Score No Evidence

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 100
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 100
student growth and development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey used multiple modalities to teach her science lesson on the life stages of caterpillars. She has a diverse self-contained classroom and her lesson plan met the
needs of each student. Storey communicates with parents in conferences and IEP meetings. She collaborates with colleagues to discuss strategies, resources, and
assessment results. She participates in professional development opportunities with her school and district.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 100
strengths and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including 100
strategies for making content accessible to English language students and for evaluating and supporting
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 100
learning differences or needs.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey provides opportunities for students to learn in multiple ways through the use of multisensory activities. She differentiates instruction as needed when she
sees that students are having difficulty understanding a concept. She used great visuals that supported the academic science language of the life stages of
butterflies. She uses classroom technology comfortably, such as the projector and smart board. She integrated the book "The Very Hungry Caterpillar", videos,
listening and writing activities, and technology to assist her students' multiple ability levels.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 100
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning
100
environment.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Storey managed her lesson component times, resources, and allowed movement in the lesson as students came up to the smart board to demonstrate
understanding. She gives opportunities for students to share their opinions and ideas. She knows her students and expresses interest in their lives and
backgrounds.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 100
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 100
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 100
their content area.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey linked prior knowledge on butterflies before introducing new vocabulary and concepts. She used the smart board and projector to enhance this lesson.
Students got their own butterfly cups with real caterpillars to observe and write about in their science journals. She gave many opportunities to practice the
academic language of the life stages of caterpillars.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 5: Application of Content Score No Evidence

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 90
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 90
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey provided reading, writing, observation time and related this theme to students' real world experiences with butterflies. Students had opportunities to share
their ideas and experiences.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 100
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and 100
language learning needs.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey is learning to create assessments that align with the learning objective as well as with individual IEP goals. She meets with colleagues to analyze assessments
and learning progress to guide her planning. She knows the IEP accommodations of her students and provides them as required.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 90
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 90
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 90
knowledge, and student interest.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Storey is learning how to plan instruction and individual goals based on her students' ability levels. She chooses strategies and materials that help each student be
successful in meeting their goals. Her lessons are sequenced to build on previous learning and she sequences activities appropriately within the lesson. She uses a
variety of assessment data to guide her planning for instruction as well as to determine student learning progress.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 90
in relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 100
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
100
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity,
and helping students to question).
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey gave direct instruction in the lesson and then guided students' individual work in their journals. She coached students by giving feedback as they practiced
observation and writing skills. Storey asks questions that guide students to find the answers they are looking for and uses sentence stems for the academic
vocabulary to help scaffold instruction. Her questioning are at the correct learning level of her students.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., 100
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside 100
the school, as supports for analysis, reflection, and problem solving.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey takes a variety of assessment data every day to inform her instruction. She uses both informal and formal assessments to evaluate her students learning
progress and to formulate IEP goals. She asks her Cooperating Teacher for suggestions and feedback, and implements them in her teaching practice.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

Standard 10: Leadership and Collaboration Score No Evidence

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and 90
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 90
enact system change.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )

Storey has built a learning community with her colleagues by meeting regularly with team members and service providers to collaborate on strategies, materials,
and student growth. She understands the needs of her students and advocates for them as needed.
 CLINICAL PRACTICE EVALUATION 3

TEACHER CANDIDATE NAME Storey Gillingham STUDENT NUMBER 20736256

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.

Total Scored Percentage:

96.40%

AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.

I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.

GCU Faculty Supervisor E-Signature

Lynda Young esigned on Thursday, April 18, 2024 6:30 PM